require the subject's actually knowing grammatical terminology, it does involve a conscious meta-awareness of grammar. Carroll contrasts this sort of knowledge of a language with the subconscious or tacit knowledge entailed in Chomsky's term "competence":

Although it is often said that linguistic "competence" in the sense defined by Chomsky (1965) involves some kind of "knowledge" of the grammatical rules of a language, this "knowledge" is ordinarily our of conscious awareness... nevertheless, some adolescents and adults (and even some children) can be made to demonstrate an awareness of the syntactical structure of the sentences they speak ... even among adults there are large individual differences in this ability, and these individual differences are related to success in learning foreign languages, apparently because this ability is called upon when the student tries to learn grammatical rules and apply them in constructing and comprehending new sentences in that language (pp. 7-8).

Grammatical sensitivity is tapped by the Words in Sentences subtest of the Carroll-Sapon MLAT, which asks the testee to pick out the words or phrases in one sentence that "does the same thing" in that sentence as a capitalized word in another sentence. Here is a famous example:

    1. He spoke VERY well of you.
    2. Suddenly the music became quite loud.
          1      2                 3     4

Most readers will see that the correct answer is "3".

The Words in Sentences subtest, like aptitude tests that were developed before the MLAT (reviewed in Carroll, 1963), appears to be related to "general intelligence", as reported by Carroll (1963). Gardner and Lambert (1965, 1972) noted that Words in Sentences related not only to achievement in French as a foreign language ("school French achievement", as we shall see below) but also to grades in general and academic achievement outside the foreign language class.

A third component of aptitude is labelled "inductive ability". This is the ability to "examine language material... and from this to notice and identify patterns and correspondences and relationships involving either meaning or grammatical form" (Carroll, 1973, p. 8).

"A typical method of measuring this ability is to present materials in an artificial language in such a way that the individual can induce the grammatical and semantic rules governing that language" (Carroll,

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